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Description

Programme Specification for the 2020/1 academic year

GradCert Psychological Wellbeing Practice (Non-Integrated Higher Apprenticeship)

1. Programme Details

Programme nameGradCert Psychological Wellbeing Practice (Non-Integrated Higher Apprenticeship) Programme codeUDC1PSYPSY01
Study mode(s)Distance Learning
Part Time
Academic year2020/1
Campus(es)Streatham (Exeter)
NQF Level of the Final Award6 (Honours)

2. Description of the Programme

Are you interested in a career as a Psychological Wellbeing Practitioner? Would you like to develop clinical competency in Low-Intensity Cognitive Behavioural Therapy (LICBT)? Would you like to have an understanding of ways to adapt your practice to accommodate diversity and improve access to evidence-based psychological therapies? If the answer to these questions is ‘Yes’ then this may be the apprenticeship for you. This programme will provide you with an outstanding opportunity to develop the competencies and knowledge associated with practice as a Psychological Wellbeing Practitioner (PWP). A strong emphasis throughout the programme is placed upon your personal and professional development. Advantages of the programme:

  • You will study within a vibrant, stimulating and internationally-recognised clinical training and research environment.
  • Your learning experience will be enriched by members of the training team having first-hand experience working as PWPs within the LICBT clinical setting with nationally-recognised experts holding senior advisory positions to the Improving Access to Psychological Therapies (IAPT) programme.
  • Training delivery will be informed by the very latest clinical teaching approaches, with innovations in pedagogic approaches and remote delivery.
  • Clinical skills supervision provided after the end of University based training component will enable you to better prepare for the End Point Assessment.  
  • Programme content is informed by major national textbooks and learning resources written and contributed to by members of the training team.

3. Educational Aims of the Programme

Aims of the Psychological Wellbeing Practitioner Degree Apprenticeship:

  • Provide you with a thorough grounding in all areas addressed within the Institute for Apprenticeship Standard for Psychological Wellbeing Practitioners working within the Improving Access to Psychological Therapies Programme.
  • Develop your understanding and clinical competency in the LICBT clinical method and enable you to adapt your practice to work effectively with adult patients with diverse needs.
  • Provide you with the foundations to establish a commitment to continuing professional development and becoming an evidence-based practitioner.

4. Programme Structure

The Psychological Wellbeing Practitioner Degree Apprenticeship is a 12-month (pre-End Point Assessment) part-time programme of study at National Qualification Framework (NQF) level 6 (as confirmed against the FHEQ). This programme is offered in a single stage.

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.

http://cedar.exeter.ac.uk/programmes/

Stage 1


60 credits of compulsory modules

Compulsory Modules

CodeModule Credits Non-condonable?
PYC3019DA Engagement and Assessment of Patients with Common Mental Health Problems 20Yes

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Describe LICBT as defined within the IAPT programme.
2. Demonstrate clinical competency in LICBT assessment and supporting LICBT interventions.
3. Outline the skills required to effectively engage and maintain a collaborative patient-centred therapeutic relationship, even in the face of difficulties and ruptures.
4. Apply an understanding of health behaviour change to inform and demonstrate competency in providing support for LICBT interventions.
5. Apply skills of scientific writing with a particular focus on enhancing clinical practice associated with the clinical applications of psychology, through a range of methods.

Knowledge and detailed informationis largely developed through a ‘flipped classroom’ pedagogy based on the directed reading of texts and journals before lectures with the knowledge discussed, critically evaluated and applied within the classroom. Independent but highly directed and prescribed study and practice therefore forms a major part of our teaching and learning methods. Remote training delivery that maintains interactivity, and supports individual supervision and group-based seminars enables the Apprenticeship to be delivered at a distance at certain periods.

Clinical competency is developed through clinical skills modelling, case studies, role play, placement-based supervision and self-practice/self-reflection, supported by directed research of texts and journals. Independent study and practice also forms a major part of our teaching and learning methods.  

The ILOs are assessed by the following individual methods or a combination of these.

ILOs 1-4: competency assessment, reflective commentaries, clinical case study, practice based outcomes portfolio, examination.

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

6. Demonstrate skills of scientific writing and presenting results
7. Review and critically evaluate empirical evidence using a range of defined techniques.
8. Review and critically evaluate published work as well as your own work.
9. Explain the wider ethical issues relating to the subject and its application.

All ILOs are developed through a ‘flipped classroom’ pedagogy based on the directed reading of texts and journals before lectures with the knowledge discussed, critically evaluated and applied within the classroom. Remote training delivery that maintains interactivity, and supports individual supervision and group-based seminars enables the Apprenticeship to be delivered at a distance.Independent but highly directed and prescribed study and practice therefore forms a major part of our teaching and learning methods.

The ILOs are assessed by the following individual methods or a combination of these.

ILO 5: reflective commentary, clinical case study.

ILO 6: reflective commentary, clinical case study, examination.

ILO 7: reflective commentary, clinical case study.

ILO 8: clinical portfolio and practice outcomes document

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

10. Think critically, creatively and independently.
11. Identify and solve complex problems demonstrating confidence and flexibility.
12. Use electronic information retrieval and management tools proficiently and access information from a variety of sources.
13. Interact effectively within a group.
14. Work effectively on your own or as part of a team.
15. Manage your own learning (autonomy, time management, self-teaching, self-reflection, seeking and using feedback, personal responsibility, self-criticism).
16. Use supervision and personal reflection as a means to improve your personal effectiveness as demonstrated in the reflective commentaries.

All ILOs are achieved through supported reflection on own practice, clinical skills modelling, case studies, role play, placement-based and university based supervision and self-practice/self-reflection. Independent study and practice also forms a major part of our teaching and learning methods. 

The ILOs are assessed by the following individual methods, or a combination of these.

ILO 9: reflective commentary, clinical case study.

ILOs 10, 14: reflective commentary, clinical case study and competency assessments.

ILOs 9-15: practice outcomes documents, and practice outcomes portfolio. 

7. Programme Regulations

Programme-specific Progression Rules

You must pass all the modules in the table above. The pass mark for these modules is 40% with an additional requirement to pass all individual assessments within individual modules. The competency assessments have a pass mark of 50%, and are marked using the Dreyfus system whereby PWP clinical competencies are rated on a Likert scale (0-6) across each of the sections being assessed. You must pass these assessments as described in the individual module descriptors.

If you fail any modules you will not be permitted to continue with the programme and your registration as a student will be terminated with immediate effect.

In line with PWP training accreditation requirements, there is a 100% attendance requirement. Should your attendance fall below that level you will be contacted and an action plan put into place. Should your attendance fall below 80% on any individual module above, you will not be able to pass the module and you will be required to repeat the module.

Classification

Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.

8. College Support for Students and Students' Learning

Within Psychology there is a well-equipped suite of PCs, with further support provided by a dedicated IT and statistics helpdesk.

A range of services is available to support your study including:

  • Team development programme.
  • Personal and professional development planning.
  • Student handbooks and programme guides.
  • Range of specialist advisors, including for: women students, non-school leavers, and overseas students.
  • Computing and Statistics Help Desk.
  • Virtual Resource Room and other web-based learning materials.
  • Clinically focused seminars, the ‘Think Tank’, provided by the Mood Disorders Centre.

9. University Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.

10. Admissions Criteria

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)

12. Indicators of Quality and Standards

The programme is not subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs).

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges draw on a range of data to review the quality of educational provision. The College documents the performance in each of its taught programmes, against a range of criteria on an annual basis through the Annual Programme Monitoring cycle:

  • Admissions, progression and completion data
  • In Year Analysis data
  • Previous monitoring report
  • Monitoring of core (and optional) modules
  • External examiner's reports and University and College responses (reported to SSLC)
  • Any Professional, Statutory and Regulatory Body/accrediting body or other external reports
  • Consultation with employers and former students
  • Staff evaluation
  • Student evaluation
  • Programme aims

Subject areas are reviewed every four years through a periodic subject review scheme that includes external contributions. (http://admin.exeter.ac.uk/academic/tls/tqa/Part%209/9JREVISEDPSRSCHEME.pdf)

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

College of Life and Environmental Sciences (CLES)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

Not applicable to this programme.

18. Final Award

GradCert Psychological Wellbeing Practice (Non-Integrated Higher Apprenticeship)

19. UCAS Code

Not applicable to this programme.

20. NQF Level of Final Award

6 (Honours)

21. Credit

CATS credits

60

ECTS credits

30

22. QAA Subject Benchmarking Group

[Honours] Psychology

23. Dates

Origin Date

29/07/2021

Date of last revision

29/07/2021